From the supporting literature, there is no consistency in the orientation of windows. However, the design of windows that maximize daylight was supported by many researchers. The quality of classroom is measured by its design features and or use features. The orientation of windows that maximize natural lighting reduces energy consumption. Blocking elements should be away from lighting source.

From the supporting literature, there is a benefit of providing daylight on student performance, well-being and behavior. There is a consistency that natural and adequate lighting improves students health, behavior, achievements, safety, and reduces their stress level. For improved students well-being, classrooms should not be with inefficient lighting.

From the supporting literature, having adjustable lighting control in classrooms improves students performance, health, and well-being. It reduces stress level and energy consumption. Students concentration is increased if light level in the classroom is adjusted to a level fit for a particular activity. The existence of central lighting control unit should not suggest the absence of adjustable lighting control elements in classrooms. There is an association between the existence of adjustable lighting control elements, and improved students achievements.

From the supporting literature, the benefit of providing daylighting through windows in classrooms on students performance is discussed. The presence, size, and number of windows in a classroom relative to the amount of walls influence classroom lighting. There is consistency among researchers that windows should not be absent in classrooms, and that the design for classrooms should maximize natural lighting through windows and skylights. An association between natural lighting in classrooms, and students behavior and performance has also been noted.